Transformational Leadership and Teacher Adaptability in Uganda’s Primary Schools: Examining the Influence of Headteachers’ Transformational Leadership Practices

Abstract

This study investigated the impact of transformational leadership on teacher adaptability in primary schools in Uganda. The purpose was to determine how headteachers’ leadership practices shape teachers’ cognitive, behavioural, and emotional adaptability in response to changing instructional demands. Specifically, the study assessed the extent to which transformational leadership dimensions predict teacher adaptability and the role of school contextual factors in this relationship. A quantitative research approach grounded in post-positivist philosophy was adopted, using a correlational survey design. The study targeted primary school teachers and headteachers in Eastern Uganda. A sample of 704 teachers was selected using stratified random sampling to ensure representation of rural and urban schools. Data were collected using structured questionnaires, including the Multifactor Leadership Questionnaire and the Adaptability Scale-Domain Specific Questionnaire. Data were analysed using descriptive statistics, Spearman correlation, and multiple linear and quantile regression models using Python 3.13.3. Findings revealed a strong positive relationship between transformational leadership and teacher adaptability (ρ = 0.699, p < 0.001). Regression analysis showed that transformational leadership significantly predicted teacher adaptability (β = 0.586, p < 0.001), explaining 53% of the variance (R² = 0.530). Among leadership dimensions, idealised influence (β = 0.27, p < 0.001), intellectual stimulation (β = 0.12, p < 0.001), and individualised consideration (β = 0.26, p < 0.001) significantly enhanced teacher adaptability, while inspirational motivation was not significant (p = 0.36). School culture and teacher group attitudes also positively influenced adaptability, whereas institutional policy support and professional development were not statistically significant predictors. The study concludes that transformational leadership is a critical driver of teacher adaptability, particularly through relational and cognitively engaging leadership practices. It recommends strengthening headteacher leadership training, promoting school-based collaborative cultures, and integrating adaptability competencies into teacher development and appraisal systems to enhance responsiveness to educational change in Uganda’s primary schools.